Collaborative Active Learning: Practical Activity-Based Approaches to Learning, Assessment and Feedback

Foreword
Preface
About This Book
Contents
Notes on Contributors
List of Figures
List of Tables
Part I Theoretical Perspectives of Collaborative Active Learning
1 Introduction: Collaborative Active Learning—Strategies, Assessment and Feedback
Introduction
Attributes of Collaborative Active Learning (CAL)
Collaborative Active Learning Challenges, Strengths and Opportunities
Socio-constructivist Theory and Collaborative Active Learning (CAL) Strategies
Collaborative Active Learning Assessment and Feedback
Collaborative Active Learning (CAL) Lesson—Design and Implementation
CAL Preparation Procedures: Design of Learning Activities
CAL Preparation Procedures: Student Feedback
CAL Preparation Procedures: Student Assessment
CAL Implementation Procedures: Facilitation
CAL Implementation Procedures: Students’ Cognitive Interactions
CAL Implementation Procedures: Students’ Social Interactions
Conclusion
References
2 Active Learning: An Integrative Review
Introduction
The Rationale for the Review
The Search
The Coding and Analysis
Results
Discussion and Conclusion
Reflective and Integrative Learning
Learning Strategies
Quantitative Reasoning
Collaborative Learning
References
3 Student Collaboration Through Assessment, Feedback and Peer Instruction
Introduction
Getting Students to Collaborate Effectively in Group-Based Learning
Participation Concerns All Members of a Group
Participation Requires Learning to be Active and Collaborative
Development of Student Feedback Literacy and Peer Formative Feedback
Assessment for Learning as Support of Student Self-Regulation
Implementing Collaborative Active Learning Using Student Peer Instruction
Strategies to Mitigate Student Resistance
Conclusion
References
Part II Practical Activity-Based Approaches in Different Disciplines
4 Learning to Teach with Technology with Real-World Problem-Based Learning
Introduction
Learning Goals and Context
Instructional Design: Improvised PBL with Real-World Problems
Instructional Sequence and Implementation
Phase 1: Identify Problems and Opportunities
Phase 2: Define Goals and Explore Possible Strategies
Phase 3: Anticipate Outcomes and Act
Phase 4: Look Back and Learn
Cumulative Outcome and Discussion
Conclusion
References
5 Collaborative Learning in Informal Spaces: Formulating a Pedagogical Project of Student-Centred Active Learning in Gender Studies
Collaborative Learning in Informal Spaces
Introducing the Unit
Journeying with Students Through the Project
Providing an Overview of the Unit
Pre-CLIS Activities
CLIS Sessions
Deploying the Assessment Tasks
Conclusion
References
6 Collaborative Active Learning (CAL) Approach in Finance: A Case of Business Strategy Pitch Presentation
Introduction
Description of the CAL
Procedures
Preparation
Implementation
Results
Conclusions
References
7 Scavenger Hunt Activity to Reinforce Engineering Fundamentals
Introduction
Design of Learning Activities
Purpose and Design of Scavenger Hunt
Course/Subject Expectation
Student/Activity Expectation
Procedure
Planning and Pre-Activity
Preparation and Creation
Execution
Feedback/Assessment
Implementation
Student Experiences and Outcomes
Challenges
Future Implications
Conclusion
References
8 Future-Proofing Healthcare Skills Education: Technology-Enhanced Collaborative Learning and Peer Teaching Strategies for Large Student Cohorts in Anatomy Practicals
Background
Aims
Design and Preparation
Designing Collaborative Active Learning Strategies in Anatomy Practicals
Pre-Practical Activities
In-Practical Activities
Group Collaborative Learning (GCL)
Student Peer Teaching-Demonstration (SPTD)
Team Teaching by Professional Practice Experts, Facilitation and Feedback
Post-Practical Activities
Peer Group Evaluations of SPTD Presentations
Preparation of Assessment Process: Objective Structured Clinical Anatomy Review (OSCAR)
Implementation
Student Groupings
Pre-Practical Activities
In-Practical Activities
Guided Collaborative Learning (GCL) (Refer to Fig. 8.4)
Practical Resources
Student Peer Teaching-Demonstrations (SPTD) (Refer to Fig. 8.5)
Learning Feedback
Post-Practical Activities
Assessment: Objective Structured Clinical Anatomy Review (OSCAR)
Outcomes
Evaluation of Practical Strategy
Tutor/Educator Peer Reviews
Student Evaluations
Student Grades
Publications, Education Awards & Intellectual Property
Conclusions
References
9 Online Collaborative Active Learning in Psychology
Introduction
The Context
Collaborative Active Learning Strategies in Psychology
Group Discussion
Problem-Based Case Studies
Jigsaw
Conclusion
Appendix 1
Digital Health
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References
10 Implementing a Successful Collaborative Active Learning Approach in Information Technology Discipline
Introduction
Preparation
Implementation
Planned Activities
Week 1 to Week 6
Specific
Measurable
Relevant
Timely
Week 7 to Week 12
Students’ Academic Performance
Maintaining Log Books
Peer Assessments
Challenges
Feedback from Students
Conclusion
References
11 Using Team-Based Scenario Learning (TBSL) Approach to Teach Audit Risk
Introduction
Team-Based Scenario Learning (TBSL)
Preparation of Team-Based Learning Scenario
Student Group Formation
Scenario 1: Analysis of Audit Risk Factors
Scenario 2: Material Misstatements
Scenario 3: Audit and Non-Audit Services
Assessment and Feedback
Conclusions
Appendix 1: Analysis of Audit Risk Factors
Required
Appendix 2: Material Misstatements
Required
Appendix 3: Peer Evaluation Form for Group Members
Part A
Part B
References
12 Peer-Led Case Study Methodology in the Learning of Statistics
Introduction
Peer-Led Case Study Methodology
First Week—Worksheet Activities
Second Week—Case Study Preparation
Third Week—Case Study Brainstorming
Fourth Week—Case Study Findings
Conclusion
References
Part III Conceptual Framework and Pedagogical Perspectives
13 Optimisation of Collaborative Active Learning in Different Settings and Disciplines in the Tertiary Setting
Introduction
A Visual Overview of Collaborative Active Learning
A Conceptual Framework of Collaborative Active Learning
Conclusion
References
14 Technologies and Learning Spaces for Collaborative Active Learning
Introduction
Synergy Between Pedagogy and Technology
Technologies to Support Both Assessment and Feedback for Learning
Collaborative Learning Spaces
Hospitable Learning Spaces and Active Learning Classrooms
Conclusion
References
Index